Post Graduate Certificate in Therapeutic Play Skills

This play therapy course, recognised by Play Therapy Ireland has been clinically accredited by PTUK and PTI. It is based on PTI's International standards of competencies. It is the only course in the world that has been validated through clinical outcomes research - see news. Participants who complete the course successfully will have considerable credibility with employers.

It is validated for academic standards by the National University of Ireland as part of the MA in Practised based Play Therapy programme run in a collaborative partnership with APAC. (Phone Monika Jephcott on 0044 1825 761143 or email: mokijep@majemail.com or contact@ptirl.org for Career Guide & full Brochure or download an Application Form - MS Word or PDF - versions available.

The Certificate course is the first part of programme leading to an MA in Practice Based Play Therapy. It may be undertaken as a 'stand alone' course. Successful participants will be awarded 60 M/CAT points by the university.

Synopsis

AN ENLIGHTENED APPROACH TO COPING WITH CHILDREN'S DIFFICULTIES

The course is unique in integrating both non directive and directive approaches to play therapy. The programme content is based upon the theory and practice of humanistic psychology, particularly that of Virginia Axline ("Dibs In Search of Self"), and Carl Rogers and the gestalt play therapy approach of Violet Oaklander. It recognises contributions made by others in the 20th century such as John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc. It also places importance on the spiritual aspect of human development. Opportunities for reflection and all forms of creativity enrich the contents of the course.

The lives of children in the present day are highly regulated and controlled. Non-directive play therapy offers a child the opportunity of making choices and taking responsibility for them; expressing him/herself freely; being accepted unconditionally; having his/her deepest feelings respected and accepted. For these reasons their play is not interpreted and no judgements are made.

Such freedoms may only be obtained by the provision of a strong framework. Therefore the adult takes responsibility for the safety of the child, themselves and the environment. Within these constraints, the child has complete freedom to choose. Time boundaries are also considered to be important thus adding a sense of security by adhering to beginnings and ends. In this way the time within a session becomes timeless and the child's imagination is set free to explore and recreate his/her experiences and to create and make his/her own world.

There are, however, a number of cases where the non directive needs to be complemented by other approaches. For example working with terminally ill, bereaved, autistic children in organisational settings and short term work.The main items in the 'Play Therapy Tool-Kit' are taught and put into practice,

Learning Objectives

The overall purpose of the course is to enable participants to practice safely and effectively using therapeutic play skills in a variety of settings to provide emotional support to individual children for slight to moderate problems. Upon successful completion of the course each participant will have gained:

- A sound understanding of the principles underlying play therapy and the appropriate use of techniques - the play therapy tool-kit

- Practical skills for running therapeutic play sessions with individual children

- An ability to assess children's needs and organise the provision of therapeutic play facilities

- An appreciation of the ethical issues

- Increased confidence in using therapeutic play with children and adolescents

- The counselling, therapeutic and practical skills to enable you to carry out therapeutic play

- An understanding of the ethical considerations

- Awareness of your own process and development

- Theoretical knowledge of child development and child psychology

Course Structure

Module Descriptions - (The sequence may vary slightly from course to course)

Module 1 - Course Introduction; Starting to Work Therapeutically With Children; The Therapeutic Play Continuum; Creative Visualisation; Setting Up to Practice; Pharmacology

Module 2 - Music Skills for Working With Individuals and Attachment theory

Module 3 - Storytelling & Puppetry Skills for Use With Individual Children; Comparison of Theoretical Models of Psychotherapy and their relevance to children.

Module 4 - Sand play skills for working with individuals and related theory; the Use of Natural Materials; Child Development Theory (1); Art Therapy for Individuals

Learning Methods

Participants will learn through working with other members of the course about the roles and responsibilities of the therapeutic relationship. There will be tutorials on theory but formal teaching and lecturing will be kept to an essential minimum.

Learning will mainly be experiential, practical and collaborative using pair, group work, role-play and case presentations. Homework reading and other assignments will provide new information and consolidation of material from the experiential work encountered within the modules. Writing a process diary and working therapeutically with children are essential parts of the course work. Assignments will be subject of group discussions during the following module.

The experiential aspect of the course will enable you to get in touch with your own inner child, to help you to understand the children's processes during therapeutic play.

In the event of adverse weather, please consider your own safety. Unless you have been advised otherwise by APAC, all courses will run as scheduled at all venues. Please regularly check your emails. If you decide that you are unable to make your journey, please contact your Course Director or the APAC Office to let them know. If you are attending the first weekend of a course, please email Monika Jephcott on mokijep@majemail.com